Music Learning, Engagement, and Personal Growth: Child Perspectives on a Music Workshop Developed in a Portuguese State School

Autor/inn/en	Veloso, Ana Luísa; Mota, Graça
Titel	Music Learning, Engagement, and Personal Growth: Child Perspectives on a Music Workshop Developed in a Portuguese State School
Quelle	In: Music Education Research, 23 (2021) 4, S.416-429 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Veloso, Ana Luísa) ORCID (Mota, Graça)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-3808
DOI	10.1080/14613808.2021.1929140
Schlagwörter	Foreign Countries; Workshops; Music Education; Teaching Methods; Social Development; Transformative Learning; Participatory Research; Action Research; Student Attitudes; Painting (Visual Arts); Informal Education; Cooperative Learning; Creative Teaching; Learner Engagement; Elementary School Students; Self Concept; Portugal + Suchen Sie Ihr Suchwort? Ausland; Lernwerkstatt; Schulung; Musikerziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Entwicklung; Pädagogische Transformation; Forschungstätigkeit; Projektforschung; Schülerverhalten; Malerei; Informelle Bildung; Nichtformale Bildung; Kooperatives Lernen; Creative thinking; Teaching; Kreatives Denken; Unterricht; Selbstkonzept
Abstract	This article examines the perspectives and feelings of children in the first two years of a music workshop developed with pupils from a state school in northern Portugal. The study followed a participatory action research design, with data including field notes, two group interviews with the children, children's artefacts, such as texts or paintings, and their musical compositions. The results detail how an informal, collaborative and creative approach to music learning seems to open the space for a 'pedagogy of interruption' (Biesta 2010), which, in turn, suggests the development of what O'Neill (2012a) terms 'transformative music engagement'. This article identifies this transformation process through the three major themes that emerge from data analysis: (a) the shifts the children report as occurring in their modes of connecting and relating with music and music education, (b) the deep engagement they began displaying towards collaborative music-making activities, and (c) their personal and social development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01